The quantitative and qualitative data were analyzed separately and then together through triangulation. Two instruments were used to collect quantitative and qualitative data. In this mixed-method study, we investigate whether the collaborative nature of the learning activities, the authentic design of the learning experience and tasks, and the social environment impact the learner’s perceptions of their learning experience and confidence in learning transfer. The social context, or the social environment during learning, is essential in engaging learners in authentic learning tasks. The fidelity of a learning task's psychological, physical, functional, and social aspects and environment is the design attributes that contribute to the authenticity of the learning experience. The authenticity of the learning experience increases when learning is situated in a context akin to the real world, and realistic learning experiences are created by carefully designing the learning tasks, context, and environment. Therefore, this scoping review contributes new understandings by providing valuable insight and potential research gaps into current immersive virtual reality clinical simulation, its relationship to stress and the education design models currently being utilised to develop these concepts.Īuthentic learning is an instructional approach that best occurs when the learning activities are set in real-world contexts. With most literature focusing on procedural performance and non-transferable education needs, there was a paucity of research that specifically investigated immersive virtual reality clinical simulation education and related stress. Application of the search strategy resulted in a hit total of 212 articles. A key term search strategy was employed with five themes identified and investigated: (1) Healthcare professionals, (2) Clinical simulation, (3) Immersive virtual reality, (4) Stress/anxiety and (5) Authentic learning design. A search of seven electronic database and grey literature was performed in accordance with the Joanna Briggs Institute methodology. In addition, the review will describe authentic immersive technology clinical simulation use and reported stress response measurements. The aim of this scoping review is to investigate the range and nature of evidence associated with immersive virtual reality clinical simulation and education design. Determining potential benefits, drawbacks (including related stress and anxiety) and affordances of immersive technology clinical simulation designs may help provide an understanding of its usefulness. However, with traditional clinical simulation stress and anxiety can both hinder performance and learning, yet it is unknown what nuances are applicable within a clinical virtual simulation environment. Advances in technology such as immersive virtual reality offer new opportunities to enhance traditional practice to an extent that may transform learning. Whilst clinical simulation is established as an effective education tool within the healthcare community, the inability to offer authentic educational learning environments remains problematic.
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